华侨留守初中生自我同一性与心理健康的关系研究
发布时间：2018-12-30 16:59
【摘要】：本文在访谈、问卷调查以及数据处理的基础上,从实证角度描述我国华侨留守初中生自我同一性与心理健康的关系,探索亲子依恋对自我同一性的影响机制以及自我同一性对心理健康的效应机制。华侨留守初中生面对不同的家庭结构,与国内留守及非留守初中生有不同的人生选择。同时,当前随着国际形势的变化,华侨留守初中生也面临着新的挑战,教师及家长必须正视他们的变化,利用好其中的积极因素,为期身心健康发展带来帮助。经多层线性模型的进一步分析发现,亲子依恋对自我同一性的影响在华侨留守、国内留守及非留守初中生这三个群体中有着不同的影响机制。在自我同一性对心理健康的效应机制内,华侨留守初中生的模型显示应对方式起到完全中介效应,国内留守初中生的模型显示应对方式没有中介效应,只存在自我同一性对心理健康的直接效应,非留守初中生的模型显示应对方式起到部分中介效应基于上述结果,今后在对初中生进行心理健康辅导时,辅导者应该更加注重群体差异,将群体、年级和性别差异作为心理辅导需要参照的影响因素。
[Abstract]:On the basis of interviews, questionnaires and data processing, this paper describes the relationship between self-identity and mental health of Chinese left-behind junior high school students from an empirical point of view. To explore the influence mechanism of parent-child attachment on self identity and the effect mechanism of self identity on mental health. Chinese left-behind junior high school students face different family structure and have different life choices from domestic left-behind junior high school students and non-left-behind junior high school students. At the same time, with the change of the international situation, the junior middle school students left behind by overseas Chinese are also facing new challenges. Teachers and parents must face up to their changes, make good use of the positive factors, and bring help to the development of physical and mental health for a long period of time. Through the further analysis of multi-layer linear model, it is found that the influence of parent-child attachment on self-identity is different in the three groups of Chinese, domestic and non-left-behind junior high school students. In the effect mechanism of self-identity on mental health, the model display coping style of overseas Chinese left-behind junior high school students has a complete intermediary effect, while the model display coping style of domestic left-behind junior high school students has no intermediary effect. There is only a direct effect of self-identity on mental health. The model of non-left-behind junior high school students shows that coping style plays a part of intermediary effect based on the above results. Counselors should pay more attention to group differences and regard group, grade and gender differences as the influencing factors of psychological counseling.
【学位授予单位】：温州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444
[Abstract]:On the basis of interviews, questionnaires and data processing, this paper describes the relationship between self-identity and mental health of Chinese left-behind junior high school students from an empirical point of view. To explore the influence mechanism of parent-child attachment on self identity and the effect mechanism of self identity on mental health. Chinese left-behind junior high school students face different family structure and have different life choices from domestic left-behind junior high school students and non-left-behind junior high school students. At the same time, with the change of the international situation, the junior middle school students left behind by overseas Chinese are also facing new challenges. Teachers and parents must face up to their changes, make good use of the positive factors, and bring help to the development of physical and mental health for a long period of time. Through the further analysis of multi-layer linear model, it is found that the influence of parent-child attachment on self-identity is different in the three groups of Chinese, domestic and non-left-behind junior high school students. In the effect mechanism of self-identity on mental health, the model display coping style of overseas Chinese left-behind junior high school students has a complete intermediary effect, while the model display coping style of domestic left-behind junior high school students has no intermediary effect. There is only a direct effect of self-identity on mental health. The model of non-left-behind junior high school students shows that coping style plays a part of intermediary effect based on the above results. Counselors should pay more attention to group differences and regard group, grade and gender differences as the influencing factors of psychological counseling.
【学位授予单位】：温州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G444
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